A Cohort-Driven Assessment Task for Scientific Report Writing
Jo-Anne Chuck, Lauren Young September 2004 Journal of Science Education and Technology v13 n3 p367-376

This article from the Journal of Science Education and Technology describes a formative assessment task that was developed to improve the scientific report writing skills of university students. The assessment task involved feedback from instructor to students before final submission of their reports, as well as the instructor's use of a cohort-specific marking scheme based on the deficiencies that were evident within the class group. Using a mixture of peer and self-review against specific criteria, the students were required to resubmit an amended report. This technique proved to be efficient for both parties and also resulted in improvement of skills of the entire student population.



Subject: Education:Assessment, Assessment:Peer Assessment, Written Report
Resource Type: Pedagogic Resources:Research Results, Journal Article
Grade Level: College Upper (15-16), College Lower (13-14)
Topics: Education:Assessment:Peer Assessment, Written Report, Education:AssessmentKeywords: self-reflection, collaborative learning